Rossignol v. Maine Public Employees Retirement System

CourtSuperior Court of Maine
DecidedDecember 1, 2015
DocketKENap-15-31
StatusUnpublished

This text of Rossignol v. Maine Public Employees Retirement System (Rossignol v. Maine Public Employees Retirement System) is published on Counsel Stack Legal Research, covering Superior Court of Maine primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
Rossignol v. Maine Public Employees Retirement System, (Me. Super. Ct. 2015).

Opinion

STATE OF MAINE SUPERIOR COURT KENNEBEC, SS. CIVIL ACTION DOCKET NO. AP-15-31

ROBERT ROSSIGNOL, Petitioner

v. DECISION

MAINE PUBLIC EMPLOYEES RETIREMENT SYSTEM, Respondent

Before the court is Rossignol's petition pursuant to 5 M.R.S.A. §11001 et

seq. and M.R.C.P. 80C for judicial review of a final agency action of the

Respondent's Board of Trustees. Petitioner worked as a special education teacher,

but left on April 15, 2010 because of the effect of the students' behavior on him.

He suffered from major depressive disorder, generalized anxiety disorder, and

panic attacks.

On January 5, 2011, Rossignol applied for benefits from the Maine Public

Employees Retirement System (MPERS) for the conditions of major depressive

disorder, generalized anxiety disorder, and panic attacks. On May 13, 2011, the

Executive Director denied the application finding that the medical evidence was

insufficient to determine functional limitation associated with the condition of

major depressive disorder and that the medical evidence failed to establish the

clinical existence of general anxiety disorder and panic attacks as of his last date in service, at the time determined to be August 31, 2010. On May 19, 2011,

Rossignol appealed. Later, it was discovered that Rossignol's last date in service

was April 15, 2010, so the matter was returned to the executive Director for

reconsideration. On April23. 2012, the Executive Director affirmed the denial.

During the appeal, Rossignol submitted additional medical evidence and was

permitted to raise the new condition of post-traumatic stress disorder (PTSD).

Consequently, the matter was again returned to the Executive Director. On

September 21, 2012, the Executive Director reaffirmed the original denial and also

denied any benefits based on PTSD.

Upon reconsideration after a hearing, the Executive Director denied benefits

again on November 12, 2013.

The parties filed briefs with a Hearing Officer. On September 30, 2014, the

Hearing Officer concluded that Rossignol failed to carry his burden to establish

that he was disabled within the meaning of 5 M.R.S.A. § 17921(1). Thus, the

Hearing Officer recommended that the Board of Trustees affirm the Executive

Director's decision to deny disability retirement benefits. On April 9, 2015, the

Board of Trustees adopted the Hearing Officer's decision.

On May 13, 2015, Rossignol petitioned this Court to vacate MPERS' s

Decision and Order, remand to MPERS with instructions to approve Rossignol's

application for benefits, and award such further relief as the Court deems proper.

2 Robert Rossignol had several jobs before becoming a special education

teacher. He had an Associate's Degree in Accounting and a Bachelor's degree in

accounting and business education. He taught business education for about three

years, did accounting for three to four years, and worked for L.L. Bean for about

three years. He worked as a full-time hairstylist from 1991 through 1998.

In 1998, Rossignol obtained a special education certification and taught at

the Edward Little High School in Auburn from 1998 to 2000. Rossignol then

worked as a high school special education teacher at Mashwood High School for

six years. During that time, Rossignol earned a Master's degree in special

education in 2002.

On August 27, 2009, Rossignol began working as a Classroom Special

Education Teacher for the Sebago Education Alliance (SEA) regional day

treatment program under a probationary contract. His duties included creating and

completing lesson plans, individual education plans, and incident reports; grading

students; collecting data; supervising students; and teaching all subject areas as a

special educator. Rossignol taught from one to seven students at a time, who had

emotional, behavioral, and educational disabilities. Rossignol did not have

expenence working with these kinds of students and lacked the necessary

strategies and skills for dealing with the students' behavioral challenges.

3 Rossignol testified that before he began the teaching the program director,

Jennifer Searway, promised that he would not be alone in the classroom with the

students. 1 Rossignol initially had two education technicians that helped him in the

class and the three made a good team. But the technicians eventually left the

classroom: one left the program and the other was assigned to help a student

outside of the classroom for extended periods of time. This left Rossignol alone

with his class.

When he was alone, the students behavior grew out of control and became

more aggressive. Rossignol was stressed by this and developed a physical reponse

by becoming anxious and fearful about going to work, developing habitual

sniffing, had trouble sleeping, had dry heaves on the way to work, and had diarrhea

at school about twice a week. He also experienced waking up in the morning

sweating, shortness of breath, and heart palpitations.

On April 12, 2010, an assistant special education director from the

Westbrook School Department observed Rossignol teaching. The Westbrook

educator observed the students' misbehavior and reported it to Searway. Rossignol

was so upset that he consulted his doctor, James Donahue, MD. Dr. Donohue

diagnosed Rossignol with situational stress disorder resulting in generalized

anxiety disorder with associated major depressive disorder and advised Rossignol

'Denied by Searway.

4 to stay home for the rest of the week. Dr. Donohue said that Rossignol had an

inability to work and treated him with an antidepressant and hypnotic for sleep.

Dr. Donohue also referred Rossignol to a Licensed Clinical Social Worker

(LCSW), David Ward. LCSW Ward concluded that Rossignol had panic attacks as

a direct result of his extreme work condition, but medications were helping. LCSW

Ward, nevertheless, recommended that Rossignol take an indefinite break from

working at SEA and concluded that it was impossible for Rossignol to return to

teaching of any kind permanently.

Rossignol claims that, on April 13, 2010, he spoke to Searway about his

mental health, but did not receive any assistance, so he had to leave school.

Searway explained that Rossignol told her that he planned to resign due to his long

commute, but never notified her of any mental health concerns. Rossignol began

unpaid leave of absence on April 15, 2010. Rossignol never returned, so school

officials notified Rossignol on June 1, 2010 that his probationary contract would

not be renewed.

After seven sesswns with LCSW Ward, Rossignol was referred to the

MaineGeneral Hospital's partial hospitalization program, where Dr. William

Matuzas and Nurse Practitioner Joanne Marmanik diagnosed Rossignol with

depressive disorder not otherwise specified, hypertension, and moderate severity of

5 psychosocial stressors. Rossignol started the program in June 2010 and finished in

July 2010.

On March 15, 2011, Rossignol saw Carlyle Voss, MD. Based on

Rossignol's description of the SEA classroom and on his medical records,

Dr. Voss diagnosed Petitioner with major depressive disorder, moderate; and

anxiety disorder NOS, with features of post traumatic stress disorder. Dr. Voss

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